scholarly journals Academic Writing in the Health Professions

2021 ◽  
Vol 1 ◽  
pp. 25-40
Author(s):  
Shannon McCrory-Churchill ◽  
Lauren Clay
Keyword(s):  
Student Learning ◽  
Academic Writing ◽  
Writing Process ◽  
Learning Experience ◽  
Health Professions ◽  
Final Exam ◽  
Specific Language ◽  
The Past ◽  
Student Paper

Academic writing in higher education has been a long-standing priority, with a greater need for writing supports noted in the past decades (Wingate & Tribble, 2012) and an increasing focus on discipline-specific language in order for students to learn to write and communicate effectively as professionals in their chosen fields (Grzyb et al., 2018). This study examined student learning outcomesin two writingintensive designated health professions courses (Nursing and Public Health). Students completed assignments throughout the semester. One course section required students to turn in a final paper without receiving feedback during the writing process while, in the other course, students received feedback on sections of the final paper throughout the semester. At the final exam stage, students were asked to reflect on their learning experience in the course. At the end of the semester, students submitted their final paper and completed a learning reflection to meet the course requirements. To inform a course revision, student paper and learning reflection narratives were analyzed. Narratives were de-identified and inductively coded by a single coder. First-round coding employed descriptive and in vivo coding to explore the data. The codebook for second-round coding was refined and codes were classified within the headings descriptive, emotion, and value. Findings indicate that students felt they had increased capacity for reflection when feedback was provided throughout the semester. They also felt they benefited from integrating feedback on the credibility of sources, organization, and citations. Integrating feedback and reflection opportunities contributed to greater student learning.

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Diane Smith
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Classroom Context ◽  
Final Exam ◽  
Content Type ◽  
Face To Face ◽  
Class Time ◽  
Face Time

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Osseointegration interface of calcified bone and endosseous implants

1992 ◽  
Vol 50 (2) ◽  
pp. 1096-1097
Author(s):  
K.E. Krizan ◽  
J.E. Laffoon ◽  
M.J. Buckley
Keyword(s):  
Structure And Function ◽  
Titanium Implants ◽  
En Bloc ◽  
Endosseous Implants ◽  
Ultrastructural Studies ◽  
The Past ◽  
Cacodylate Buffer ◽  
One Year ◽  
And Function

With increase use of tissue-integrated prostheses in recent years it is a goal to understand what is happening at the interface between haversion bone and bulk metal. This study uses electron microscopy (EM) techniques to establish parameters for osseointegration (structure and function between bone and nonload-carrying implants) in an animal model. In the past the interface has been evaluated extensively with light microscopy methods. Today researchers are using the EM for ultrastructural studies of the bone tissue and implant responses to an in vivo environment. Under general anesthesia nine adult mongrel dogs received three Brånemark (Nobelpharma) 3.75 × 7 mm titanium implants surgical placed in their left zygomatic arch. After a one year healing period the animals were injected with a routine bone marker (oxytetracycline), euthanized and perfused via aortic cannulation with 3% glutaraldehyde in 0.1M cacodylate buffer pH 7.2. Implants were retrieved en bloc, harvest radiographs made (Fig. 1), and routinely embedded in plastic. Tissue and implants were cut into 300 micron thick wafers, longitudinally to the implant with an Isomet saw and diamond wafering blade [Beuhler] until the center of the implant was reached.

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

Novel Findings of Anti-cancer Property of Propofol

2018 ◽  
Vol 18 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Jiaqiang Wang ◽  
Chien-shan Cheng ◽  
Yan Lu ◽  
Xiaowei Ding ◽  
Minmin Zhu ◽  
...  
Keyword(s):  
General Anesthesia ◽  
Cancer Progression ◽  
Molecular Mechanisms ◽  
Intravenous Anesthetic ◽  
The Past ◽  
Anti Cancer ◽  
Underlying Mechanisms ◽  
Recent Attention

Background: Propofol, a widely used intravenous anesthetic agent, is traditionally applied for sedation and general anesthesia. Explanation: Recent attention has been drawn to explore the effect and mechanisms of propofol against cancer progression in vitro and in vivo. Specifically, the proliferation-inhibiting and apoptosis-inducing properties of propofol in cancer have been studied. However, the underlying mechanisms remain unclear. Conclusion: This review focused on the findings within the past ten years and aimed to provide a general overview of propofol's malignance-modulating properties and the potential molecular mechanisms.

scholarly journals Interfacing cells with organic transistors: a review of in vitro and in vivo applications

Lab on a Chip ◽  
2021 ◽  
Vol 21 (5) ◽  
pp. 795-820
Author(s):  
Andrea Spanu ◽  
Laura Martines ◽  
Annalisa Bonfiglio
Keyword(s):  
Organic Transistors ◽  
Future Perspectives ◽  
The Past ◽  
The Future

This review focuses on the applications of organic transistors in cellular interfacing. It offers a comprehensive retrospective of the past, an overview of the latest innovations, and a glance on the future perspectives of this fast-evolving field.

A Structured-Training Approach to Teaching Diagnostic Interviewing

1994 ◽  
Vol 21 (3) ◽  
pp. 144-150 ◽  
Author(s):  
Susan M. Bögeis
Keyword(s):  
Mental Health ◽  
Health Professions ◽  
Simulated Patients ◽  
Training Methods ◽  
The Past ◽  
Training Approach ◽  
Interviewing Skills ◽  
Recent Developments ◽  
Approach To Teaching ◽  
Clinical Problems

In this article, recent developments in the teaching of diagnostic-interviewing skills in the mental health professions are discussed. First, the tasks and skills of the diagnostic interviewer are analyzed. Second, empirical evidence on effective interviewing styles is outlined. Third, training methods for teaching diagnostic interviewing are reviewed. A training program, developed to teach diagnostic interviewing to undergraduates, is then described. The program is highly structured, and simulated patients are used to introduce complex clinical problems and to evaluate students’ emerging competencies. Student and trainer satisfaction with the program has been high during the past 6 years.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

On the past, present, and future of in vivo science

Lab Animal ◽  
2021 ◽  
Vol 50 (10) ◽  
pp. 273-276 ◽  
Author(s):  
Ellen P. Neff
Keyword(s):  
The Past
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